Myname is Katie Kok. I am from the US here in Illinois actually. I just want to say what a

Transcription

1 Myname is Katie Kok. I am from the US here in Illinois actually. I just want to say what a privilege it is to be presenting here today. Thank you so much for having me. I will be presenting on Patient Education and Anticoagulation Therapy in a Cardiac Population. This project was completed at Christie Clinic in Champaign Illinois in partial fulfillment of my master s of nursing degree. 1

2 Anticoagulation medications,such as warfarin (Coumadin), or the new anticoagulants like dabigatran, rivaroxaban, or apixaban, are meant to prevent blood clot formation, and in turn, prevent complications like stroke in a variety of cardiac conditions like atrial fibrillation or implantation of a mechanical heart valve. In 2007, over 4.2 million Americans were on an anticoagulant More recently, in 2012, census showed that 18% of adults over 65 were on anticoagulation therapy 2

3 This is a very common therapy The use of AT decreases risk of stroke by 68% and decreases risk of death by 25% (CDC, 2010; Gladstone et al., 2009; Grunau, Wiens, & Harder, 2011). Unfortunately, although anticoagulation therapy is highly effective, there are several difficulties associated with therapy. With warfarin, difficulties include having a Narrow therapeutic index requires frequent monitoring, physician visits, and dose adjustments to remain between the INR of 2-3 The lack of anticoagulation control can have significant adverse reactions of stroke or bleeding Side effects Dietary precautions Close attention to prevent adverse drug-to-drug interactions Cessation of the drug prior to any medical procedures Difficulties with therapy: New anticoagulants no rescue drug in case of emergency; problems of adherence due to many being twice a day; no long term evidence of effect. Furthermore, with the the dangers associated with missing a dose being so detrimental for these new anticoagulants, compared to warfarin they also require frequent blood work, visits for patient education, and other monitoring as well. Nevertheless, even with all these difficulties, the degree to which anticoagulation therapy is able to prevent stroke and death requires its use be optimized. 3

4 With the difficulty involved in the management of long-term anticoagulation therapy, patient education is particularly important. There are also several barriers to patient education in the clinical setting, including the time it takes to educate, the resources needed, and HCP over estimation of patients ability to learn and their prior knowledge. 4

5 One major barrier associated with patient education is inadequate health literacy. The Institute of Medicine provides this definition of defines health literacy. You can see that health literacy encompasses much more than the reading level or education of patients, but rather the ability to understand, work through, and comprehend their disease in order to make good health-promoting choices when outside of the healthcare system. The Institute of Medicine reports that over 90 million people in the United States have an inadequate health literacy (IOM, 2004) It is also a problem worldwide: For example, according to the World Health Organization, nearly half of all Europeans have inadequate and problematic health literacy skills. For patients on anticoagulation therapy, a complicated and potentially dangerous medication, HL presents as a particular barrier to adequate management associated with therapy. In fact, research shows that inadequate health literacy has been linked to poor anticoagulation control and higher bleeding risk (of as much as 3.4-fold). (Diug et al., 2011) Fang, Machtinger, Wang, and Schillinger (2006) Estrada, Martin-Hryniewicz, Peek, Collins, and Byrd (2004) 5

6 Purpose: To examine health literacy and patient knowledge as they relate to anticoagulation therapy in a cardiac population. This study sought to answerthree research questions: For patients with a cardiac condition on anticoagulation therapy What is their health literacy? What is their knowledge regarding anticoagulation therapy? What are their preferred learning methods? 6

7 Design: Pilot study with a prospective, descriptive design Patient Sample: Convenient Sample (n = 35) Inclusion Criteria: Cardiac diagnosis; on anticoagulation therapy; alert and oriented; speaks English; 18-years-old; under the care of an electrophysiologist; and able to provide implied consent. Setting 7

8 The instrument used in this studywas a 25 question survey including the TheBrief Health Literacy Screening Tool was established as reliable and valid with an interval range of from Prior to the study, permission to use the tool was obtained. The self-developed questions had a Cronbach salpha of about.6 showing good reliability and validity for a first time use. 8

9 the Brief Health Literacy Screen Tool asks three screening questions to detect limited health literacy. Covering Needing Help Reading, Confidence with forms, and problems learning The questions were asked using a likert scale 9

10 Descriptive statistics were utilized to analyze the data. Demographics showed a mean age of 68.7; the population was mostly male and Caucasian, with a fairly high education level with 60% having an education above high school 10

11 The data resulting from the Brief Health Literacy Screening Tool is depicted in this chart. About 35% of patients had inadequate or marginal health literacy even though 60% of the participants had education higher than high school/ged. 11

12 When asked how they learn best, ~75% of patients reported being visual learners as opposed to auditory, touch, or other. Though, unfortunately, as clinicians, educational interventions geared toward visual learners tend to be defaulted to the written word in a brochure or educational packet. With the prevalence of inadequate health literacy, though, we, as clinicians may need to expand the visual educational materials that we provide our patients. 12

13 When asked about the patients typical methods of obtaining informationabout their medications (indicated by the orange), most either said by pharmacy insert or verbal instruction from the care provider. Similarly, when asked the most helpful resource to obtain information regarding medication, most patients marked either pharmacy insert or care provider. 13

14 When asked if they receivededucation from their health care provider, 89% marked yes, and indicated that they were mostly educated by either the physician or the nurse. The type of education received was mostly by verbal instruction, and then printed literature. 14

15 The instrument alsomeasured patient adherence by asking how often they take their medication as scheduled. Although 88.6% reported being adherent, which is typically measured as over 80%, with the severe adverse effects that non-adherence can occur, the 12% that reported being non-adherent is of significant concern. 15

16 As you can see from the chart, the overall knowledge of patients was low at 63%, even though 88.6% of the patients reported receiving instruction from their healthcare provider regarding anticoagulation therapy. This demonstrates the significant disparity between the patient education they received from their healthcare provider and the amount of knowledge they have about their anticoagulation medication. Significant topics with low knowledge was food interaction with warfarin at only 44%, natural medicines interaction with all anticoagulants at only 23%, and the need to call a healthcare provider after a fall at 54%. 16

17 Patients were asked a qualitative question askingto make recommendations for the education of future patients on anticoagulation therapy. Several themes were taken from the variety of recommendations made by patients. Of these sixteen patients that either said to keep education the same or left this question blank, twelve had incorrect responses to the patient knowledge questions. This indicates the patients feeling they understand their medication or that their education was adequate, but lacking knowledge in key areas. Other recommendations included verbal instruction; written information or instructions to reference at home; video; or group sessions with doctors, nurses, and others who are also receiving the medication. One said continued education is important throughout therapy. 17

18 The limitations of this study were that it used a convenientsample. This population was fairly education, which may have affected their health literacy. The population was almost 95% Caucasian lack of diversity. Lastly, with the methods of the study, the questionnaire was a new instrument that used self-report for data collection. 18

19 There are several recommendations that can be made from the results of this study. 19

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21 Future studies should include using a more diverse sample population in ethnicityand education. To investigate the use of video and other visual materials to enhance patient knowledge. 21

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23 I would like to thank these peoplefor making this research project possible. 23

24 And thank you all for your attention and for having me here today. 24

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